Guidance as to when P scales should be reported, Level descriptors for performance levels 1 – 8 and guidance on how to improve provision for pupils with special educational needs and/or disabilities and learning difficulties, who are working below level 1 of the National Curriculum.
This toolkit aims to raise awareness amongst school and college staff of the range of validated tools that are available to help measure subjective mental wellbeing amongst the student population. This, in turn, will help school and college leaders make use of school and college level data to identify the mental wellbeing needs of students and determine how best to address these.
Jack joined Swanwick Hall School in Derbyshire three years ago. At first, he struggled with the demands of secondary school and was always in trouble. In this clip Jill, Jack's mother, explains why it is important that class and subject teachers are aware of pupils' additional needs and plan inclusive lessons that take account of those needs. Jill describes the difference that inclusive, high quality teaching has made to Jack's progress and attainment
This Factsheet has been produced in partnership by the Department for Education, the Department for Business Innovation and Skills, the British Dyslexia Association and the Dyslexia-SpLD Trust. The Factsheet is aimed at dyslexic young people doing an Apprenticeship in England who are taking Functional Skills qualifications in English or maths and dyslexic people who did not finish an Apprenticeship because they previous failed a Key Skills qualification in Communication or Application of Number
Android devices are now being used in schools, and many parents have been buying them for home use to support learners with dyslexia / reading and writing difficulties. More educational apps are now available for Android tablets and smartphones. This poster attempts to categorise some of the apps that are useful for learners with dyslexia.
A comprehensive interactive assessment tool for pupils on the autism spectrum. It is designed to support staff in identifying learning priorities and measuring progress in areas which fall outside the national curriculum. These areas relate closely to autism ‘differences’ as identified within other AET materials and the impact of these on pupils’ social, emotional, independence and learning needs. It is based on a literature review and consultation with a wide range of people.
This guide explores the impact that vision impairment has on social development in the early years as well as looking at ideas to encourage blind and partially sighted young children to socialise and make friends. It includes advice on infant massage, social bonding and social inclusion in the nursery. This guide also has information on movement in the early years and ideas to help you with teaching daily living skills for this age group.
Afasic publishes an Abstract annually that looks at research, policy and practice in relation to SLCN. Edited by Professor Julie Dockrell, Professor of Psychology and Special Needs from the Institute of Education and Geoff Lindsay, Director of the Centre for Educational Development, Appraisal and Research at the University of Warwick, the Abstract contains interesting articles on current matters for a range of professionals.